Chapter Four – Findings and Interpretation

• Student Profiles
  • NEW STUDENTS TO THE PROGRAM
    • Hannah
    • Marion
    • Maritza
      • When Marion, Hannah and Maritza Entered the Program
  • STUDENTS PREVIOUSLY ENROLLED IN LITERACY PROGRAMS
    • Nadine
    • Stacey
    • Rouda
  • STUDENTS WITH MILD DEVELOPMENTAL DISABILITIES
    • Tom
    • Martha
  • PROFILE SUMMARY
    • From Academic Upgrading to Employment Preparation
  
  
• Learning Settings
  • THE CLASSROOM
    • Classroom Vignette One – Learning About Vocabulary
    • Classroom Vignette Two – Learning About Fractions
    • Content
    • Context
      • Values, norms and culture
    • Community of Practice
    • Participation
    • Summary and Interpretation of the Classroom Setting
  • THE COFFEE SHOP
    • Coffee Shop Vignette 1 – Doubling the Recipe for Blueberry Orange Muffins
    • Coffee Shop Vignette 2 – Supervising the Counter Set–Up/Server
    • Content
    • Context
      • Values, norms and culture
    • Community of Practice
    • Participation and Legitimate Peripheral Participation
      • Acceptance
      • Newcomers Are Trained by Oldtimers
      • Integral Tasks
      • Monitoring and Support
      • Room for Error
      • Changing Identities
    • Summary and Interpretation of the Coffee Shop Setting
  • JOB PLACEMENTS
    • Content and Context
    • Community of Practice
      • The childcare
      • The grocery store
      • Discount department store
      • The cafeteria
      • The coffee shop
    • Participation
    • Summary and Interpretation of the Job Placement Settings
    • Afterwards